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Joksimovic, Srecko, Dragan Gasevic, and Marek Hatala. "Learning Analytics for Networked Learning Models." Journal of Learning Analytics 1, no. 3 (December 24, 2014): 191–94. http://dx.doi.org/10.18608/jla.2014.13.20.
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Teaching and learning in networked setting has attained a significant amount of attention recently. The central topic of networked learning research is human-human and human-information interactions that occur within a networked learning environment. The nature of these interactions is highly complex and usually requires a multi-dimensional approach in analyzing their effects. Therefore, the main goal of this research is the development of a theoretical model that allows for a comprehensive and scalable analysis of how and why learners engage into collaboration in networked communities. The proposed research method, anticipated research outcomes and contributions to the learning analytics field are discussed.
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Bohne, Christoph, Friedhelm Eicker, and Gesine Haseloff. "Competence-based vocational education and training (VET)." European Journal of Training and Development 41, no. 1 (January 3, 2017): 28–38. http://dx.doi.org/10.1108/ejtd-07-2016-0052.
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Purpose The purpose of this paper is to develop a vocational scientific constructivist concept meant for shaping competence-based and networked teaching and learning in vocational education and training (VET). Design/methodology/approach VET must enable learners to shape work within the context of conceptions based on the development of society. Refresher trainings cannot realise this. Concepts need a shaping competence-based and networked approach. Teaching and learning networks, learning projects and digital media are the keys to this approach. Findings The focus of the planned concept lies on shaping competence-based teaching and learning. This can be realised with innovative teaching and learning networks. Digital media can support this. The planned concept will be justified. The systematic planning of an exemplary learning project will be discussed. Practical implications This paper lays the ground to evaluate the relevance and range of shaping competence-based and networked teaching and learning. Originality/value The concept was (co-)developed by the University of Rostock. It was tested in first learning projects. These experiences are taken into account. The aim is to emphasise that the intended approach is a justified educational strategy in colleges, companies and other places of learning dealing with VET.
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Xu, Ling, and Wei He. "Networked Learning Community Construction Based on Instant Messaging Software." Advanced Materials Research 971-973 (June 2014): 1663–66. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.1663.
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The development of network technology is changing our teaching. Specially, the network has become an important tool of resource sharing, which greatly improved the efficiency of information retrieval. But, the interactive function of network has not obtained the very good play in teaching. With the collaboration of learning features and instant messaging software, analyzes the teaching function of instant messaging software, puts forward the scheme of network learning community construction through instant messaging software, construct learning-centered teaching.
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Xalima, Ahmedova. "TEACHING COMPETENCIES IN TEACHING FOREIGN LANGUAGES IN HIGHER EDUCATION SYSTEM." European International Journal of Multidisciplinary Research and Management Studies 02, no. 11 (November 1, 2022): 49–52. http://dx.doi.org/10.55640/eijmrms-02-11-14.
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The rise of the borderless world and networked organizations, as well as, the almost irreversible phenomenon of increased movement of workers, students, visitors and retirees to overseas destinations, has made inter-cultural competence a compelling proposition. This article clarifies the definition of cross-cultural competence in the context of adult learning and discusses the essential elements of cultural competence. The paper also outlines the reason that requires teachers in adult education to be culturally competent themselves.
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Mantai, Lilia, and Elaine Huber. "Networked Teaching: Overcoming the Barriers to Teaching Experiential Learning in Large Classes." Journal of Management Education 45, no. 5 (February 13, 2021): 715–38. http://dx.doi.org/10.1177/1052562920984506.
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As student enrolments grow and student diversity increases in many areas of higher education, faculty face challenges to support and ensure individual student learning and development. At the same time, active and experiential approaches to learning are recognized for their potential to develop autonomy and critical thinking, among other valuable skills. However, such approaches are challenging to implement at scale and alter the educator’s role from a directive one to a more facilitating role. This article reports on a questionnaire with 66 business academics at a large Australian metropolitan university that examined teaching experiences at scale and identified perceived barriers and enablers of experiential learning in large classes. Academics reported their lived experiences of teaching at scale and revealed the need to recognize teaching practice as a highly networked and distributed activity. In experiential learning, and particularly in large classes, the locus of control for learning shifts to the student, leading to feelings of disorientation and disempowerment. We make several recommendations for teaching development, faculty, and future research.
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Wang, Yujia. "Exploration on the Operation Status and Optimization Strategy of Networked Teaching of Physical Education Curriculum Based on AI Algorithm." International Journal of Information Technologies and Systems Approach 16, no. 3 (January 27, 2023): 1–15. http://dx.doi.org/10.4018/ijitsa.316892.
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Artificial Intelligence (AI) and networked teaching have made great progress in recent years, especially the application of AI algorithms in teaching, which has been relatively mature. The online teaching of physical education (PE) courses is an important practice of networked teaching, but many colleges and universities ignore the importance of AI when carrying out such teaching work. Many colleges and universities have not played a good role in AI in teaching, which leads to inefficient PE teaching and low learning enthusiasm of students.
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Kontopoulos, Ourania, Vivian Ford, and Stacy Roth. "Collaborative Teaching and Learning in a Networked Course Setting." Community & Junior College Libraries 14, no. 1 (January 2007): 63–73. http://dx.doi.org/10.1300/j107v14n01_07.
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Cheng, Tung Lai. "Applying networked learning to improve learner interactions: A new paradigm of teaching and learning in ODL." Asian Association of Open Universities Journal 8, no. 2 (September 1, 2013): 67–85. http://dx.doi.org/10.1108/aaouj-08-02-2013-b006.
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Historically, much of online distance education has been plagued by issues such as a lack of participant interaction from learner-to-learner or learner-to-instructor. With the development of Web 2.0 and the recent emergence of social media sites, there are new opportunities for distance learners to practise 21st-century skills in collaboration, knowledge sharing and developing critical thinking. General interest regarding networked learning pedagogies has shifted to the use of social media tools as a replacement tool to enhance student learning in the Web 2.0 environment. The integration and use of social networking technology as a distance learning platform seems to hold promise for the distance learning mode. Many distance education institutions have traditionally employed a learning management platform (LMS), which in a broad sense does promote a certain exchange of information between learners. However, these platforms suffer from not performing in "real time" and are very much lesson-focused. In contrast, networked learning, which relies heavily on social networking media, can offer a better learning environment to students. The important feature is that it focuses on people (the learners) rather than simply the content, which, in turn, helps build a "learning community". This paper explores the pedagogical linkages between the networked learning approach and social networking media. A comprehensive technical literature review of the history of social media networking in the ODL environment and the primary role and impact on ODL are discussed and analysed. This exploratory paper provides some insight into the strategies ODL institutions could adopt to better understand the new paradigm of teaching and learning in a networked world.
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Jauregi, Kristi, Rick De Graaff, and Huub van den Bergh. "Learning by doing: Promoting language teacher competencies for networked teaching and learning." Procedia - Social and Behavioral Sciences 34 (2012): 116–21. http://dx.doi.org/10.1016/j.sbspro.2012.02.024.
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Boyd, William, and Diane Newton. "Times of Change, Times of Turbulence." International Journal of Cyber Ethics in Education 1, no. 3 (July 2011): 1–11. http://dx.doi.org/10.4018/ijcee.2011070101.
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Rapid changes in academic work environments raise ethical dilemmas in supporting students, implementing policies, and developing professional practice. New teaching technologies require academics to consider community aspects of learning and teaching and impacts on student learning in networked environments. This paper critically reflects on recent experience at a small Australian regional university adapting teaching- notably through on-line environments- to respond to student learning need diversity. Applying Shapiro’s use of the ethics of care, critique, justice and the profession to examine ethical dilemmas associated with increasingly networked and on-line learning, the authors propose that an ethics of community will assist finding practical solutions to ethical dilemmas in curriculum development and delivery. This approach shifts from the individual as moral agent to ethical practice as communal processes. Considering community practices and processes can frame and critique learning and teaching approaches, policies and administration to assist students and staff develop ethical scholarship and professionalism.
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Tawfeeq, Nada N., Mehdi J. Marie, and Khalaf S. Gaeid. "Computer control of teaching enhancement by communication networked." Indonesian Journal of Electrical Engineering and Computer Science 18, no. 2 (May 1, 2020): 736. http://dx.doi.org/10.11591/ijeecs.v18.i2.pp736-744.
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<span>Enhancement of teaching and education is crucial. This enhancement is rapidly improved through combining communication and technology resulting in various benefits (particularly the wireless Technologies (WT)). Such combination encourages lecturers to meet the worldwide demand for changing traditional teaching techniques to technology-based methods. Wireless system networks (WSNs) represent systems of smart devices that are<em></em>linked wirelessly. In addition, these devices are characterized by having a bandwidth of bounded communication, abilities of sensing and computation. For performing operations of control, this system employs a Flywheel Position Control System (FW PCS) as a plant node. This study utilizes the True Time 1.5 MATLAB/Simulink platform for simulating and implementing the WSN mathematical model with wireless networks. The simulation is carried out between plant nodes and controller using the IEEE 802.15.4 standard (also called ZigBee) via protocols of Wi-Fi. The suggested E-learning model comprises a set of properties that can encourage and enhance the level of students in various learning purposes and stages. </span>
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Gislev, Tom, Klaus Thestrup, and Pernille Risør Elving. "The flexible meeting place: Connecting schools through networked learning." Global Studies of Childhood 10, no. 3 (August 4, 2020): 275–88. http://dx.doi.org/10.1177/2043610620944937.
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We will present a framework for establishing distance education in schools by combining Networked Learning and media ecologies seen as both environments and as relations between media. Our model for such a framework is called The Flexible Meeting Place and can be used in schools that lack teachers in certain subjects, and also in schools that want to extend their teaching to other schools in the world around them. The school can become an arena, where children as part of their schooling start to communicate globally. The study is rounded in the project Assisted Distance Teaching in Primary Schools (Forsøg Med Assisteret Fjernundervisning i folkeskolen: ASSIST, 2018) that developed tools to ensure appropriate vocational levels in school classes where there was a lack of teachers educated in the specific subject. This project involved 12 Danish schools, with 2 partner schools in Kenya and Greenland. The focus was on the development of pedagogical methods and technical experimentation. In Assisted Distance Teaching in Primary Schools, the thesis was that a teacher who knew about either the subject, the pedagogy or the technology could support a teaching assistant through a digital mediated connection. It turned out that everybody involved, teachers, children and citizens, began to collaborate through network mediated by online app, tools and services and adapt to the circumstances according to their actual knowledge and to develop new knowledge in collaboration. Based on the above, we will present a pedagogical model with a number of challenges and questions that suggests ways to establishing networked learning through a networked school. The theoretical framework, the model and the reflections around it are meant to support the further development of processes, a preschool teacher or teacher in a school can organise together with the children in her or his class. It is an attempt to push school systems into becoming networked and giving children the opportunity to act locally and globally. This development of schools are supported by an organisation like World Economic Forum, who in their recommendations for a future school system, talks about global citizenship, learning using digital technologies and even make education possible without one having to have access to school buildings.
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Jiang, Luzhen. "Analysis and Optimization of the Online Vocal Teaching System Based on Intelligent Computing." Mathematical Problems in Engineering 2022 (April 22, 2022): 1–8. http://dx.doi.org/10.1155/2022/5320615.
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With the continuous development of science and technology, network technology has become more and more advanced and network applications are widely used in all walks of life, and vocal music teaching is no exception. The Intelligent Agent plays a unique role in networked teaching by making up for the lack of intelligence, adaptiveness, autonomy, and interoperability and interactivity in all aspects of traditional teaching. This paper introduces the knowledge of Intelligent Agent and then discusses its application in the networked teaching environment. Compared with the traditional teaching environment, the intelligent network teaching environment is more conducive to the initiative and innovation of students, reflecting the characteristics of student-centred learning and achieving a variety of functions such as teaching resource sharing, information interaction, online communication, and distance learning with the support of computer network technology. It is a new field to be explored, especially opening up a new chapter of online vocal music teaching.
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Laferrière, Thérèse, Sylvie Barma, Fernand Gervais, Christine Hamel, Stéphane Allaire, and Alain Breuleux. "TEACHING, LEARNING, AND KNOWLEDGE BUILDING: THE CASE OF THE REMOTE NETWORKED SCHOOL INITIATIVE." Problems of Education in the 21st Century 40, no. 1 (March 20, 2012): 96–113. http://dx.doi.org/10.33225/pec/12.40.96.
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The Remote Networked School (RNS)/« École éloignée en réseau » is an initiative that aims at implementing an innovation with Internet-based technologies in support of teaching and learning as well as knowledge building in small rural schools. The first eight years of the RNS are examined applying Engeström’s activity theory framework, and more specifically the concept of expansive learning wherein we document the 7 stages. Tensions and contradictions are identified to provide an “inside” understanding of what matters when new technologies designed to support co-teaching and co-learning within and between classrooms are introduced. Two activity systems or more shared the same object such that students would engage actively in collaborative online discourse for solving authentic problems. To this end the trajectory of the RNS initiative had to overcome contradictions. As a result an expansive learning cycle was documented. Key words: activity theory, collaboration, expansive learning, remote networked school.
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Yancey, Nan Russell. "Open Access and Networked Science in Teaching-Learning: Bane or Blessing?" Nursing Science Quarterly 32, no. 3 (June 16, 2019): 182–86. http://dx.doi.org/10.1177/0894318419845397.
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Percy, Alisa, and Jo-Anne Kelder. "Editorial: JUTLP Issue 16.2." Journal of University Teaching and Learning Practice 16, no. 2 (April 1, 2019): 2–4. http://dx.doi.org/10.53761/1.16.2.1.
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Welcome to first standard issue of the Journal of University Teaching and Learning Practice for 2019. In this issue, we have six papers that explore approaches to developing students’ communication skills, demonstrate examples of practice-based analyses of higher education, and thinking skills and networked learning.
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Abrahamson, Louis, and Corey Brady. "A Brief History of Networked Classrooms to 2013." International Journal of Quality Assurance in Engineering and Technology Education 3, no. 4 (October 2014): 1–51. http://dx.doi.org/10.4018/ijqaete.2014100101.
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The original work spoke of a burgeoning sense of excitement surrounding networked classrooms and their growing use throughout universities worldwide. Today, the picture is more complex and substantially more interesting. Driving forces, which include growing acceptance of the evolving nature of teaching and learning, high quality experiments showing what works, and a revolution in the capability, cost, and ease of use of the enabling technologies, are changing the world of education. This is evidenced by the dramatic spread of networked classrooms: today almost every K-12 school and 1 in 6 classrooms in the USA have a system. This evolution, and the interwoven forces that have produced it, make an interesting tale. But, perhaps even more interesting is the future that these events portend. This paper tries to relate the past in order to look toward that future. Beginning with a brief history of early response systems, it takes up the story from the first author's own experience leading a team through hardware barriers, misconceptions about pedagogy, and subsequent classroom successes, to summarize the variety of uses of classroom networks, and how they can lead to improved teaching and learning. It then describes the struggles to evolve the technology from 1st to 2nd generation, and a subsequent nationwide randomized control trial in the teaching of Algebra, using this newer technology, which yielded significant gains in student learning. Finally, imbedded within the narrative, are growing revelations that show why this is such a potentially important area of study for improving education, and why more powerful types of modern systems appear imminent.
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Herson, Katie, Andrew W. Lloyd, Robert Stanier, and Michael Hal Sosabowski. "Overcoming Resistance to Networked Learning and Teaching Modalities--A Longitudinal Comparison of Changing Teaching Staff Attitudes Towards Learning Technologies." Pharmacy Education 3, no. 3 (September 1, 2003): 177–89. http://dx.doi.org/10.1080/1560221032000114507.
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Starke-Meyerring, Doreen. "Globally Networked Learning Environments in Professional Communication: Challenging Normalized Ways of Learning, Teaching, and Knowing." Journal of Business and Technical Communication 24, no. 3 (June 21, 2010): 259–66. http://dx.doi.org/10.1177/1050651910363266.
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Zenios, M., P. Goodyear, and C. Jones. "Researching the impact of the networked information environment on learning and teaching." Computers & Education 43, no. 1-2 (August 2004): 205–13. http://dx.doi.org/10.1016/j.compedu.2003.12.014.
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Sobko, Sophia, Devanshi Unadkat, Jessica Adams, and Glynda Hull. "Learning through collaboration: A networked approach to online pedagogy." E-Learning and Digital Media 17, no. 1 (November 4, 2019): 36–55. http://dx.doi.org/10.1177/2042753019882562.
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This qualitative study explores networked collaborative learning in the context of an online undergraduate education course, analyzing the talk, thinking, and media that students jointly produced during a discussion hosted via video conference. Our work speaks to recent interest in online instruction, particularly in post-secondary institutions, as well as the challenge of making online courses engaging, critical, and inclusive educational spaces. Working from a sociocultural frame on learning and development, we demonstrate how synchronous engagement online with multiple digital technologies facilitated students’ knowledge construction and analysis of assignment content. Additionally, we illustrate how the students and the technologies influenced each other, co-functioning reciprocally as elements within a broader “actor-network”. Human and non-human “actants” worked together, affording small but noteworthy shifts in students’ perspectives and thinking. We offer a definition of networked collaborative learning, positing that it is constituted by the dynamic convergence of actants working toward multiple and competing goals, and we discuss its potential for teaching and learning in online spaces.
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Zhou, Yu Mei, and Wen Feng Song. "Related Problems Research on English Autonomous Learning in Networked Environment." Applied Mechanics and Materials 687-691 (November 2014): 2304–7. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2304.
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With the development and popularization of network technology, English autonomous learning in network environment has become an inevitable trend in the development of foreign language teaching. In this paper, studies the problems existed in the English autonomous learning under current network environment. Firstly, studies autonomous learning theory, including meta-cognitive theory, constructivist theory, humanistic theory and so on; then, designs the architecture of online learning platform composed by user layer, service layer, application layer, and data layers, and shows the functions of students users, teachers and administrators user; Finally, studies English autonomous learning strategies, including social affective strategies, cross-cultural communication strategies, questions assistance strategies and issues guide strategies. Results of this study play an important role for promoting English learning under network environment.
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Sawant, Sarika. "Open Source and Free E-Learning Tools Useful in LIS Education." International Journal of Information Communication Technologies and Human Development 5, no. 4 (October 2013): 30–38. http://dx.doi.org/10.4018/ijicthd.2013100104.
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E-learning is commonly referred to the intentional use of networked information and communications technology in teaching and learning. The present paper discusses the synchronous and asynchronous mode of e learning with its features. It also defines and summarizes the impact of open source software on teaching and learning process. The numerous open source e learning tools are discussed with examples such as Open source LMS, Open source authoring tools, Open source audio editing software, Open source social bookmarking tools, Open source CMS etc. It also throws light on free e learning tools useful in e learning such as Slideshare, Youtube, Wikis, RSS, Wordpress etc. The paper concludes with e learning initiatives in India.
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Abrahamson, Louis, and Corey Brady. "A Brief History of Networked Classrooms to 2013." International Journal of Quality Assurance in Engineering and Technology Education 3, no. 3 (July 2014): 1–54. http://dx.doi.org/10.4018/ijqaete.2014070101.
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When the original work appeared (Abrahamson, 2006), it spoke of a huge burgeoning sense of excitement surrounding networked classrooms and their growing use throughout universities worldwide. Today, the picture is more complex and substantially more interesting. Driving forces, which include growing acceptance of the evolving nature of teaching and learning, high quality experiments showing what works, and a revolution in the capability, cost, and ease of use of technology itself, are changing the world of education. This is evidenced by the dramatic spread of networked classrooms: today almost every K-12 school and 1 in 6 classrooms in the USA have a system. This evolution, and the interwoven forces that have produced it, make an interesting tale. But, perhaps more significant is the future that these events portend. This paper tries to relate the past in order to look toward that future. Beginning with a brief history of early response systems, it takes up the story from the first author's own experience leading a team through hardware barriers, misconceptions about pedagogy, and subsequent classroom successes, to summarize the variety of uses of classroom networks, and how they can lead to improved teaching and learning. It then describes the struggles to evolve the technology from 1st to 2nd generation, and a subsequent nationwide randomized control trial in the teaching of Algebra, using this technology, which yielded significant gains in student learning. Finally, imbedded within the narrative, are growing revelations that show why this is such a potentially important area of study for improving education, and why more powerful types of modern systems appear imminent. (Note: This work is an updated and expanded version of an original book chapter written eight years ago (Abrahamson, 2006). The present paper is still written in the first person as a narrative, although a second author has been added. Where not specifically identified, use of the first person in the narrative still refers to the first author. The work of the second author also uses the first person, but his name is identified where his narrative appears.)
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Williams, Donna A. "Absorbing Technology: Translation Pedagogy and Networked-Communication Culture." Meta 48, no. 3 (February 4, 2004): 361–69. http://dx.doi.org/10.7202/007596ar.
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Abstract New translation students have often spent most of their lives using computers and the Internet. Their expectations regarding information accessibility in turn affect the culture of the translation classroom. In this article I examine simple ways of appropriating networked communication for a type of translation teaching that takes into account an Internet-based model of information flow. I also advocate a movement toward student-centred learning.
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Thompson, Jessica, Jennifer Richards, Soo-Yean Shim, Karin Lohwasser, Kerry Soo Von Esch, Christine Chew, Bethany Sjoberg, and Ann Morris. "Launching Networked PLCs: Footholds Into Creating and Improving Knowledge of Ambitious and Equitable Teaching Practices in an RPP." AERA Open 5, no. 3 (July 2019): 233285841987571. http://dx.doi.org/10.1177/2332858419875718.
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One of the major challenges in educational reform is supporting teachers and the profession in the continual improvement of instruction. Research-practice partnerships and particularly networked improvement communities are well-suited for such knowledge-building work. This article examines how a networked improvement community with eight school-based professional learning communities—comprised of secondary science teachers, science and emergent bilingual coaches, and researchers—launched into improvement work within schools and across the district. We used data from professional learning communities to analyze pathways into improvement work and reflective data to understand practitioners’ perspectives. We describe three improvement launch patterns: (1) Local Practice Development, (2) Spread and Local Adaptation, and (3) Integrating New Practices. We raise questions about what is lost and gained in the transfer of tools and practices across schools and theorize about how research-practice partnerships find footholds into joint improvement work.
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Drake, Merja Mari-Anne. "Embedding innovation pedagogy in teaching journalism." On the Horizon 25, no. 4 (September 11, 2017): 286–92. http://dx.doi.org/10.1108/oth-10-2016-0049.
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Purpose The purpose of this paper is to test how to integrate innovation pedagogy into journalism and information and communication technology (ICT) teaching while creating a new product for a national media industry. The objectives of the study were to create a new joint course model in which students from different degree programmes would learn and create products and services together in three different stages: networked and collaborative learning, group-based learning and individual learning. Design/methodology/approach Innovation pedagogy is a practically oriented method and can be used for doing applied research. This new learning approach defines how knowledge is assimilated, produced and used while innovating. The research focus is on applied research, and one vital aim is to enhance students’ ability to participate in research and development activities with businesses and other organisations in society. Findings The learning outcomes based on learning at all stages, i.e. individual, group and networks, were successfully achieved, and a new course model was created. However, the model needs further development. Originality/value Innovation pedagogy is a new learning approach. Innovation has been a buzz word in education for at least for a decade – some universities have even embedded innovative thinking throughout their curricula, leading to a new learning approach called innovation pedagogy. Could innovation pedagogy help us to achieve better learning outcomes? Do journalists really need innovation competences? Could journalists and ICT students study together? To answer these questions, the authors began an experiment that uses innovation pedagogy.
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Russell, Jennifer Lin, Anthony S. Bryk, Jonathan R. Dolle, Louis M. Gomez, Paul G. Lemahieu, and Alicia Grunow. "A Framework for the Initiation of Networked Improvement Communities." Teachers College Record: The Voice of Scholarship in Education 119, no. 5 (May 2017): 1–36. http://dx.doi.org/10.1177/016146811711900501.
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Background/Context Educators around the country are working individually and collectively to improve teaching and learning. Despite marked progress in some places driven by these improvement efforts, overall progress in the education field has been slow and outcomes remain highly variable. This is partly because the field is not organized to learn systematically, accumulate, and disseminate the practical knowledge needed for the improvement of teaching and learning. Purpose/Objective This paper explores the initiation of a social structure to organize collaborative improvement work: the networked improvement community (or NIC). NICs are highly structured, intentionally formed collaborations among education professionals, researchers, and designers that aim to address a high leverage practical problem. We focus on NIC initiation, because of the challenges associated with launching improvement networks. Research Design Drawing on analysis of case studies of network initiation and theory on network initiation and the NIC concept, we posit an organizing framework for describing the process of NIC initiation. Findings/Results The NIC initiation framework specifies five domains of activity that we hypothesize are critical to launching a NIC. These domains attend to: developing a theory of practice improvement; building a measurement and analytics infrastructure; learning and using improvement research methods; leading, organizing, and operating the network; and fostering the emergence of culture, norms, and identity consistent with network aims. We illustrate these five domains with examples from a set of case studies of network initiation that we utilized as a way to test and further elaborate the framework. Conclusions/Recommendations A firm foundation for network initiation is laid through the strategic actions of a network initiation team. By attending to the five domains of activity specified in our framework, initiation teams can catalyze the development of an organizational structure that allows educators to accelerate learning from practice and building a professional knowledge base that enables the field to tackle complex educational problems.
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Liu, Xing, and Xiaoyin Huang. "Design of Artificial Intelligence-Based English Network Teaching (AI-ENT) System." Mathematical Problems in Engineering 2022 (September 27, 2022): 1–12. http://dx.doi.org/10.1155/2022/1849430.
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The English teaching network system uses the Internet to provide distance education. There are several challenges in teaching, including a lack of knowledge and expertise, expectations from students, lack of facilities, and unfavourable opinions about the process of English teaching and learning. In the era of information, education combines the advantages of both online and offline learning, including conventional and networked learning. The production of test pattern paper is an important part of the English teaching network since it helps students study independently. In this study, the artificial intelligence-based English network teaching (AI-ENT) method has been suggested to enhance the student’s performance in distance education. There are strong indicators that the methods of teaching and learning and the teaching tools used by machine learning can be fundamentally altered by AI. With AI technology tools and teacher coaching, students can make significant progress in their English learning experiences. Artificial intelligence expert system thinking is reflected in this design. Teachers and students can improve their English proficiency by gaining access to relevant data from a wide range of sources. The system’s test application reveals that it can assist students in increasing their learning efficiency and making learning information more relevant.
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LeMahieu, Paul G., Alicia Grunow, Laura Baker, Lee E. Nordstrum, and Louis M. Gomez. "Networked improvement communities." Quality Assurance in Education 25, no. 1 (February 6, 2017): 5–25. http://dx.doi.org/10.1108/qae-12-2016-0084.
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Purpose The purpose of this paper is to delineate an approach to quality assurance in education called networked improvement communities (NICs) that focused on integrating the methodologies of improvement science with few of the networks. Quality improvement, the science and practice of continuously improving programs, practices, processes, products and services within organized social systems, is a still-evolving area in education. This paper is the first of seven elaborating upon different approaches to quality improvement in education[1]. It delineates a new methodology called the NICs model. Developed by the Carnegie Foundation for the Advancement of Teaching, the approach is aimed at continuously improving the quality of practices, processes and outcomes in targeted problem areas in education systems. Design/methodology/approach The paper presents the historical development, theoretical foundations, core principles and adaptation of key elements of the NICs model for quality improvement in education. A case study specifically examines the problem of fostering new teacher effectiveness and retention in large public school systems in the USA. Findings The six principles underlying the NICs model are as follows: make the work problem-specific and user-centered, focus on variation in performance, see the system that produces outcomes, improve at scale what you can measure, use disciplined inquiry to drive improvement and accelerate learning through networked communities. Originality/value Few theoretical treatments and demonstration cases are currently available that examine the application of common models of quality improvement in education. This paper elaborates on one promising approach. In addition to examining the NICs model, the paper derives added value by allowing comparisons with seven widely used quality improvement approaches treated in this volume.
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Fernández Sánchez, Higinio, Claudia B. Enríquez Hernández, Blanca Flor Fernández, Nazaria Martínez Díaz, and María del Carmen Santes Bastian. "E-learning through Google Hangouts: a tool in the teaching-learning process of EFL." Acta Universitaria 29 (April 8, 2019): 1–7. http://dx.doi.org/10.15174/au.2019.1746.
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As today’s world becomes a networked society, Information and Communication Technologies (ICT) have become powerful contributors towards the acquisition of a foreign language. The aim of this study is to examine the feasibility of implementing a technology-based program: the English as a Foreign Language (EFL) students’ satisfaction with the program and the perceived benefits in improving their English skills (speaking, listening, reading, and writing). A one-group, pretest-posttest design was used. A six-week technology-based program, with 30 min sessions, was implemented once a week. A total sample size of 20 students enrolled in a one-day advanced EFL course. There was a high satisfaction towards the program (80%) and towards the facilitator (100%). Fifty percent of participants considered the Hangout sessions as very helpful in developing their speaking skill, 75% considered them to be very helpful for their listening skill., and 50% reported the Hangout sessions to be somewhat helpful in developing their reading skill and their writing skill. Even though taking time to work outside of the classroom had its challenges, the virtual environment led to the collaboration between students, who demonstrated high commitment during the sessions, allowing their writing, reading, speaking and listening skills to improve.
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Ding, Yi Fei, Tao Cheng, Ping Feng, and Gang Xu. "A Distributed Operation Architecture of MOOCs for Open Experiments." Applied Mechanics and Materials 631-632 (September 2014): 1089–95. http://dx.doi.org/10.4028/www.scientific.net/amm.631-632.1089.
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Massive Open Online Courses (MOOCs), rising in higher education recent years, is a new type of course mode, teaching mode and/or learning pattern with such outstanding features as open learning resources in free, humanistic teaching concept, remote, synchronous and interactive online learning experience, learners with huge scale, diversification of identity and levels of knowledge and independent learning. Compared with traditional education and classroom teaching, MOOCs have become a breakthrough innovation, and attracted more and more widespread concerns from society. Consequently, a distributed operation architecture of MOOCs is proposed in this paper for MOOCs sponsors and/or teachers capable of providing learners with networked open experimental platform through unattended open laboratory (UOL), so that learners are more easily enabled to span space-time boundary to carry out open experiments for deepening their understanding and mastering of theoretical knowledge, enhancing the ability of solving practical problems.
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Anderson, Ross, Jen Katz-Buonincontro, Tracy Bousselot, Jessica Land, Mari Livie, and Nathan Beard. "Space that was safe to explore and learn: Stretching the affordances for networked professional learning in creativity for educators." Australasian Journal of Educational Technology 38, no. 4 (November 4, 2022): 55–75. http://dx.doi.org/10.14742/ajet.7879.
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What makes impactful online professional development for rural teachers learning creativity and arts integration? In this paper, we describe the results of a mixed method-study that tested a new hybrid online and in-person teacher training experience with K-12 teachers in the Northwestern region of the United States of America in 2019–2020. The study focused on the creative development of rural educators and their preparation to integrate creativity and the arts across the curriculum. Rural schools face challenges in providing ongoing professional learning opportunities to teachers, especially in complex areas, such as creativity and arts integration. However, professional learning opportunities in this area are either lacking or minimally available for many teachers due to a variety of barriers. The results reveal innovations about networked learning approaches to teaching complex topics and practices, such as creativity, which make online learning more experiential and connected for relevance and engagement. As others have found, networked learning can offer transformative experiences. In addition to detailed findings, this paper presents several expanded design principles and specific techniques to make online learning experiences creative and expansive. Implications for practice or policy: Networked learning for educators should be interactive, self-reflective and creative using diverse media and modalities. Professional development developers should focus on instructional routines to help teachers build confidence in their skill building. Professional development developers should consider the creative engagement framework as a guide for the design of teacher training. Teacher outcomes in online professional development should be cohort-based to build peer-to-peer connection and encourage creative risk-taking and collaboration.
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Han, Ling Ling. "Research and Practice of Coal Adult Online Education Multimedia Platform." Applied Mechanics and Materials 556-562 (May 2014): 6720–22. http://dx.doi.org/10.4028/www.scientific.net/amm.556-562.6720.
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When Intelligent Guidance networked multimedia platform system, automatic answering system and the emergence of virtual personal space are found, It will help teachers to teach students learn better more easily. The introduction of digital signatures, certification and other e-commerce technology will improve the security of remote teaching system and realize the full operation of the virtual school. With the standardization of learning resources data, the platform will provide a better resource library management, effective organization and utilization of network resources for teaching and training services.
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Zheng, Yu. "An Analysis of the Innovative Model of English Course Translation Teaching in Foreign Language Listening Teaching Relying on Interactive Digital Media." Mathematical Problems in Engineering 2022 (September 28, 2022): 1–8. http://dx.doi.org/10.1155/2022/7737367.
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Traditional single English course translation education modes can no longer stimulate students’ interest in learning and require continuous improvement in the alignment of English learning needs with individual needs. The Ministry of Education of my country has explicitly advocated a new form of education, a model of university English education (CET) based on computers and classrooms. In a networked environment, CET is constantly optimizing and adjusting the ecological balance of students, teachers, and the environment by changing the concept of education, teaching methods, and modes of education. With the rise of SPOCS, MOOCs, and mixed education, the combination of face-to-face and online learning has become an important development trend in language education. SPOCS is a new educational model based on modern educational technology, with students as the center of educational activities and the recipients of knowledge. Through the new educational mode, students can complete their education independently. This becomes part of the internalization of classroom knowledge. Therefore, the new educational mode of CET education in foreign language listening education compensates for the shortcomings of traditional educational modes and enhances the enthusiasm of students studying CET courses. To facilitate interaction and interaction between classroom education and other countries’ education system, the new educational mode enhances students’ autonomous learning abilities and effectively promotes individual learning.
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Pilegaard, Morten. "Netværksbaseret læring." HERMES - Journal of Language and Communication in Business 16, no. 30 (March 3, 2017): 101. http://dx.doi.org/10.7146/hjlcb.v16i30.25718.
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This paper discusses pedagogical and technological aspects of networked learning and the interplay between pedagogical principles, information technology and the educa-tional and organisational frameworks in the context of a distance-teaching course for Danish graduates seeking research-based further education and training in English for medical purposes. The empirical basis is an evaluation report of a second generation distance-teaching course where applied information technologies are geared to maxi-mum pedagogical efficiency by presenting on-line course materials in a flat visual de-sign and by facilitating dialogue between course participants working in teams.
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Scanlan, Martin, Minsong Kim, and Larry Ludlow. "Affordances and constraints of communities of practice to promote bilingual schooling." Journal of Professional Capital and Community 4, no. 2 (April 15, 2019): 82–106. http://dx.doi.org/10.1108/jpcc-01-2018-0003.
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PurposeAs the demographic landscape in the USA becomes more culturally and linguistically diverse (CLD), schools must build educators’ professional knowledge and skills to better serve students whose mother tongues are not English. The purpose of this paper is to report on the formation of a network of schools collaboratively transforming their approaches to teaching and learning in order to meet the educational needs of this changing student population.Design/methodology/approachTo determine how relational networks in this network affect the learning of educators to implement the bilingual education model, the authors drew from three data sources: a social network survey, semi-structured interviews and archival documents.FindingsThe schools in this study are engaged in a dramatic restructuring, moving from monolingual English schools to a network of two-way immersion bilingual schools. The evidence from this study revealed different information sharing structures within the relational networks. The authors found organizational structures of interactive spaces and teams supporting the relational networks that created communities of practice, and these communities of practice fostering all three aspects of profession capital (human, social and decisional).Research limitations/implicationsThe analysis points toward the complicated nature of organizational learning within networks of schools. While some relational networks were strong, the authors also note gaps and disconnections in the network interactions, despite the structures promoting connectivity. Hence, this study sheds light on both the power and the limitation of networked learning within and across school striving to improve the teaching and learning for CLD students.Originality/valueThis original analysis lays the foundation for future investigations of networked learning.
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Reich, Ann, and Paul Hager. "Problematising practice, learning and change: practice-theory perspectives on professional learning." Journal of Workplace Learning 26, no. 6/7 (September 8, 2014): 418–31. http://dx.doi.org/10.1108/jwl-02-2014-0016.
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Purpose – This paper aims to problematise practice and contribute to new understandings of professional and workplace learning. Practice is a concept which has been largely taken for granted and under-theorised in workplace learning and education research. Practice has usually been co-located with classifiers, such as legal practice, vocational practice, teaching practice and yoga practice, with the theoretical emphasis on the domain – legal, teaching and learning. Design/methodology/approach – This is a theory-driven paper which posits a framework of six prominent threads for theorizing practice. It uses examples of empirical research to illustrate each thread. Findings – A framework of six prominent threads for theorising practice in professional learning is suggested. It understands practices as patterned, embodied, networked and emergent and learning entwined with working, knowing, organizing and innovating. By conceptualising learning as occurring via and in practices, prominent understanding of learning are challenged. The paper discusses each thread with reference to empirical research that illuminates it and indicates the contributions of practice theory perspectives in richer understandings of professional learning and change. Originality/value – This paper engages with the practice turn in social sciences to reconceptualise professional and workplace learning. It contributes to research on learning at work by supplementing current thinking about learning, particularly the socio-cultural conceptions of learning, with the resources of practice theories that attend to the regularities of practice.
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Yue, Tianxiang, and Yebing Zou. "Online Teaching System of Sports Training Based on Mobile Multimedia Communication Platform." International Journal of Mobile Computing and Multimedia Communications 10, no. 1 (January 2019): 32–48. http://dx.doi.org/10.4018/ijmcmc.2019010103.
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At present, most of the sports training and teaching systems are not effective because of relatively narrow scope of teaching content, lack of communication between teachers and students, and long response time of the system. Therefore, an online sports training teaching system based on mobile multimedia communication platform is proposed. Demand analysis and overall structure of the online sports training teaching system is carried out and established. On this basis, the corresponding functional modules are designed. Second, SQL server database is used to store, protect, and manage large amounts of data. BP neural network-based student evaluation module is analyzed to ensure real-time feedback of student learning results. Finally, taking the students of a college that select basketball elective course as an empirical research object. The online sports training teaching system realizes networked student learning and teacher-student exchange. Moreover, response time of the system is tested. Experimental results show the proposed method verified effectiveness of the system and achieved the purpose of this article.
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Sir, Vinoth, and K. Nirmala. "E-Learning through Single Hand and Two Hand Sign Language." International Journal of Emerging Technologies in Learning (iJET) 12, no. 10 (November 2, 2017): 192. http://dx.doi.org/10.3991/ijet.v12i10.7034.
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E-learning is commonly referred to the intentional use of networked information and communications technology for teaching and learning. e-Learning exploits interactive technologies and communication systems to improve the learning experience. It has the potential to transform the way we teach and learn across the board. It can raise standards, and widen participation in lifelong learning. E-learn is useful method that has contributed in facilitating education for deaf mute people. Deaf mute people are able to get benefit from this technology by increasing their skills and improving their knowledge. They can use the mobility feature to learn anywhere and at any time. Most of the deaf students easily learn and develop skill and knowledge in e-learning method. Now a day’s e-learning tools are mostly used in learning method. E-learning includes computer and electronically supported learning and teaching methods. E-learning used in Web-based learning, computer-based learning, virtual based learning and digital technology. In this paper we study which type of sign language is best for learning.
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Ralls, Deborah, Lynne Bianchi, and Sophina Choudry. "‘Across the Divide’: Developing Professional Learning Ecosystems in STEM Education." Research in Science Education 50, no. 6 (December 6, 2018): 2463–81. http://dx.doi.org/10.1007/s11165-018-9789-5.
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AbstractThis paper reports the findings from a cross-sector research project designed to question how the development of university-school partnerships can influence university academics’ pedagogic practice in Science, Technology, Engineering and Mathematics (STEM). Findings from this research are offered at time when, in parallel with countries around the world, universities and schools in England are being encouraged to review and reflect on the quality of teaching and professional development, in line with the Teaching Excellence Framework consultation (2016) and the Standards for Professional Development (Department for Education 2016b) (Bianchi 2017). This paper seeks to develop a coherent response to two major issues; the policy imperative to develop greater science expertise in schools and to improve the quality of teaching and learning of science in higher education institutions. The research seeks to advance the notion of critical reflection on the quality of cross-sector STEM teaching and learning, by moving to what the OECD (Organisation for Economic Co-operation and Development) (2015, p.15) terms a “‘meso’ networked level” of professional development in STEM education. This paper highlights how interpreting the imperative of constant change in education reform as a relational, outward looking endeavour offers the potential to help both universities and schools to better address the global education challenges that lie ahead.
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Grushka, Kathryn Meyer, Aaron Bellette, and Allyson Holbrook. "Researching Photographic Participatory Inquiry in an E-Learning Environment." Articles 49, no. 3 (October 8, 2015): 621–39. http://dx.doi.org/10.7202/1033550ar.
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This article focuses on the use of Photographic Participatory Inquiry (PPI) in researching the teaching and learning of photography in the e-learning environment. It is an arts-informed method drawing on digital tools to capture collective information as digital artefacts, which can then be accessed and harnessed to build critical and reflective photographic practices. The multimedia tools employed (for example GoPro video and screen capture) are critically discussed for their potential to contribute understanding of photographic artistic practice and the learning of a digital generation. The article may also provide critical insights and inform more nuanced methods for research and scholarship when wishing to investigate the personalized, participatory, and productive pedagogies of a networked learning society.
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Al-Qawasmi, Jamal. "Virtualization of Architectural Design Education in the Arab Region: Potential and Cultural Implications." Open House International 32, no. 2 (June 1, 2007): 55–64. http://dx.doi.org/10.1108/ohi-02-2007-b0007.
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The influence of digital media and information technology on architectural design education and practice is increasingly evident. There has been an astonishing shift in the way architecture is being taught and produced. Networked virtual design environments such as the virtual design studio (VDS) have been introduced in many architectural schools as new ways of teaching and learning design. Applying virtual design education in developing countries such as the Arab states brings with it various opportunities and challenges. As a new phenomenon, little research has been done to study the cultural implications of the new virtual design environments (VDE). This paper examines the new paradigm of teaching and learning design virtually and the possible cultural implications of its implementation in developing countries such as the Arab world.
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Wang, Yuan Qiang, Shang Fu Hao, Zhi Hui Wang, and Bai Li Sun. "The Researching on Evaluation Analysis Model about Student's Study Quality Based on Web." Applied Mechanics and Materials 220-223 (November 2012): 2423–27. http://dx.doi.org/10.4028/www.scientific.net/amm.220-223.2423.
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With the development and formation of networked and digital campus, the characteristic of diversification and complicated have been founded in student’s learning behavior. At the same time, for more broad application of web technology, promoted the ascension of teaching effect and reformation on education teaching method. In this paper a new evaluation analysis model about student's study quality based on web was proposed, and in this model, and in this model the correlation analysis algorithm has been used to verified the danamic relationship between analysis model and student performance, with the description of core technology in this model the validity and practicability of teaching quality monitoring process in the level student was proved.
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Levin, Elizabeth, Andrew Rixon, and Maree Keating. "How can a 'Sense of Belonging' inform your teaching strategy? Reflections from a core Business unit." Student Success 10, no. 2 (August 9, 2019): 71–78. http://dx.doi.org/10.5204/ssj.v10i2.1307.
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This paper reflects on how a ‘sense of belonging’ is cultivated for both the teaching team and the students in a large, core first year Business unit. In the Innovative Business Practice (IBP) unit students develop their personal brand and professional identity through strength-based science, and also pitch creative solutions to social problems. This cross-disciplinary unit is taught using an activity-based approach. The team of tutors are being trained as facilitators which creates a sense of belonging and community within the teaching team. A blended delivery approach utilising Crowdicity, idea management software, facilitates networked learning, and helps students develop their digital skills as well as interact with one another, the teaching team and industry experts.
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Matthew, Ugochukwu O., and Jazuli S. Kazaure. "Multimedia E-Learning Education in Nigeria and Developing Countries of Africa for Achieving SDG4." International Journal of Information Communication Technologies and Human Development 12, no. 1 (January 2020): 40–62. http://dx.doi.org/10.4018/ijicthd.2020010103.
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Educationally, electronic media are the communication resources for those who offer and support education and those who are participating in educational activities. Achieving the Sustainable Millennium Development Goals (SDG) with respect to UNESCO recommendations for committing 15%-25% of the developing nations annual budget to education toward realizing SMDG Goal #4, emphasis is on quality and affordable education for all human beings. Notwithstanding the substantial advancement in education, access and involvement over the past years has not been encouraging. Globally, 262 million school aged children are out of school in 2017, while a reasonable number of school children and adolescents have still not been able to meet the minimum competence in reading and solving mathematics. This research established that networked teaching and e-learning education in the academic institutions physical teachings will provide theoretical and practical significance on the learning outcomes in reshaping the face of education in developing countries such as Nigeria.
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Pauline Chitra, A., and M. Antoney Raj. "E-Learning." Journal of Applied and Advanced Research 3, S1 (May 10, 2018): 11. http://dx.doi.org/10.21839/jaar.2018.v3is1.158.
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Abstract E-learning presents an entirely new learning environment for students, thus requiring a different skill set to be successful (Romiszowski, 2004). Critical thinking, research, and evaluation skills are growing in importance as students have increasing volumes of information from a variety of sources to sort through (New Media Consortium, 2007). Also, particularly in courses that are entirely electronic, students are much more independent than in the traditional setting. This requires that they be highly motivated and committed to teach (Huynh et al., 2003), with less social interaction with peers or an instructor. Students in online courses tend to do as well as those in classrooms, but there is higher incidence of withdrawal or incomplete grades (Zhang, Zhou and Briggs, 2006). E- Learning can be viewed as computer assisted learning, and as pedagogy for studentcentered and collaborative learning. Early developments in e-learning focused on computer assisted learning, where part or all of the learning content is delivered digitally. More recently the pedagogical dimension of e-learning has become prominent. E-learning comprises all forms of electronically supported learning and teaching. The information and communication systems, whether networked learning or not, serve as specific media to implement the learning process.
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Chiappe, Andrés. "Understanding Mobile Educational Content." Journal of Educational Media, Memory, and Society 10, no. 2 (September 1, 2018): 1–19. http://dx.doi.org/10.3167/jemms.2018.100201.
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The world is fast becoming increasingly digital, networked, and mobile. The use of mobile devices is a growing educational trend and determines how knowledge is taught and used when teaching and learning. This article presents the results of a comparative analysis of web and mobile educational content, which focuses on instructional issues that affect learning in a mobile context—namely, length, density, complexity, purpose, and structure. It then demonstrates that mobile content is shorter, denser, and more complex than the content of other types of educational media, and it proposes a critical assessment of how such content should be designed.
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Lu, Chunlin. "A Study on College English Network Teaching Mode and Approaches from the Perspective of Sociology." Tobacco Regulatory Science 7, no. 5 (September 30, 2021): 4787–98. http://dx.doi.org/10.18001/trs.7.5.2.43.
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Objectives: There are inherent defects in college English teaching. In addition, it is inconsistent with the characteristics of college English, and students and teachers have not received enough attention in the application, resulting in inevitable congenital deficiencies in college English teaching. Methods: Therefore, from the perspective of sociology, the author studies the mode and approach of English online teaching in colleges and universities. This paper analyzes the problems existing in the current college English network teaching, and puts forward some corresponding suggestions. Results: Economic and trade practice research shows that under the networked teaching mode of college English, students gradually change from the passive recipients of knowledge to the active learners, effectively establishing the student’s self-learning subject status, and the students’ English scores are also constantly improving. Conclusion: It is an inevitable development to use the network technology to reform the traditional mode of college English majors..
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Ezeala-Harrison, Fidel. "The Significance of Cyberlearning in Economic Education." Advances in Social Sciences Research Journal 8, no. 7 (July 9, 2021): 26–34. http://dx.doi.org/10.14738/assrj.87.10474.
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We analyze the potentials of web-based and mobile-based digital technology to disseminate, inform, transmit, instruct, and exchange course content in the teaching of economics. Cyberlearning is the use of networked computer technology to enhance the mode of educational content delivery to learners, and involves personal, social, and distributed learning that is mediated by a variety of rapidly evolving computational devices such as computers, tablets, and smart phones, and involving other media such as the Web, and the Cloud. Yet cyberlearning is not only about learning to use computers or to think computationally; social networking has made it clear that the need is much more encompassing, including new modes of collaborating and learning for the full variety of human experiences mediated by networked computing and communications technologies. Educators have continued to search for answers about how new digital tools and environments can be utilized to enhance learning among students of our contemporary “New Age” generation. In the present paper we examine the potentials of cyberlearning and the opportunities it offers for promoting and assessing learning, made possible by new technologies; and how it can help learners to capitalize on those opportunities and the new practices that are made possible by these learning technologies. In particular, we examine ways of using technology for economics education to promote effective learning that result in deep rooted grasping of content, practices, and skills that will ultimately shape attitudes and contribute to enhanced policy and progress in economic matters of society.